I went to a high school that I would consider to be very "plugged in." We had video studios, a student run broadcast, mobile laptop and camera centers, and several computer labs. However, at home, I had a phone and access to a computer that I hated because it was super slow. I would have dreaded the idea of a teacher assigning homework or a project online because it would have taken me hours longer than doing it by hand. Yes, I could do it, but no, I don't want to do it! I can't help but think that while some of my students live on the computer and would jump at the chance to do an in depth project online, others would be like me and absolutely dread it, or even worse, not have access to the required technologies to even attempt the project. Even if I assign the project in class, I know that this is not fool proof. Technology is touchy and can be problamatic even if the students do know what they are doing. Why would I want to make some of my students sit through this torture that I endured on several occassions in high school? It was awful!
Kajder talks about this gap between tech savvy students and low tech students in her book when she says "that within every class of students or every room of teachers, some will have seemingly instinctive skills when it comes to wroking with new technologies and others will struggle to find the button to turn it on" (35). I never want my students to dread what we are doing in the classroom, but how do I engage these two groups of students that are literally at opposite ends of the spectrum?
I apprecitated Kajder's representations of the teachers, but for my own classroom I have a slightly different take. I liked Liz's idea (38-41) and the variety of texts that she introduced in her classroom. Of the teacher's represented, I am most like her and would make it my responsibility to bring these differing "texts" into my classroom. However, I would give the students more options in the project segment of the lesson. I cannot force students to use these new technologies, but I also can't inhibit it or ignore the fact that they are out there. So, why not compromise? If a student wants to do his project online then fine. I will tell the student what technologies we have available and that it is his responsibility to make sure it works when it is time for him to present. However, I will also have the option to do it the way that I would prefer as I feel that the ideas and concepts that the students are learning are more important that the "glitz" of the final project. Why not have an option for a storyboard? Same ideas, no computer necessary! :)
We live in a technologically advanced society. I can't argue with that, nor would I want to as technology has improved my life. That being said, I think the focus should be on the students learning rather than the medium through which this learning occurs. It is up to my students to decide which way they want to learn and as long as the concepts are being internalized I am going to call the lesson a success!
Hi Stephanie, I certainly understand you frustration and dilemma with technology...however I want to ask...what if the tool is only being used in school. Meaning that the students won't have to do any work outside of the classroom? Would you still allow the work to be divided between the techie people and the less techie people? I think that's something to consider. While we don't want the "glitz" to drive the product, there is valuable research that shows that technology is changing what it means to be literate. Navigation....critical thinking...analysis of sources....format...structure....a lot of these skills can come from working with technology.
ReplyDeleteAm I trying to turn you all on to technology and make you use/love it...of course not. But I do want you all to know that there are options and that they don't always have to be used outside of school.
I think you will like The 20 Shot film that we are doing later this semester. In my book chapter I talk about how if students don't have the tech to shoot the film...it's ok, because the storyboard is the real product.
I hear you though...the concepts are the most important.
I whole-heatedly agree with especially your last thought, that the technology should be secondary to the content. I understand that it is important to keep our lessons interesting. At the same time, I also find myself wondering how much time I should be spending learning new technologies, versus how much time should be spent on actually teaching what I will be hired to teach.
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